Additional mathematics instruction received by six intervention children did not produce significantly different posttest scores¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The six intervention children who participated in additional mathematics activities for another study did not differ significantly in posttest scores from other children. → Jung 2013

Evidence¶

Jung 2013¶

Jung, M., Hartman, P., Smith, T., & Wallace, S. (2013). The Effectiveness of Teaching Number Relationships in Preschool. International Journal of Instruction, 6(1). https://eric.ed.gov/?id=EJ1085361

q3 · i? · causal · r1

Supplementary analysis of posttest scores comparing the six children who received additional math instruction with other intervention and control children. Their higher mean of 109.00 was descriptive and not statistically significant.

"Although, at the sample level, their mean score was higher (M = 109.00), their scores did not differ significantly from other children in the intervention or control group, F(2,70) = 1.46, p = .24."

Discussion¶

Related Claims¶

• An adapted SimCalc linear-function unit in England produced significant posttest gains versus Texas-control predictions (ES = 0.57), with no significant gain differences by poverty or prior achievement — related
• Number Board Games Improve Numerical Knowledge — related
• Year 1 pupils in schools adopting Mathematics Mastery scored on average +0.10 standard deviations higher on the Number Knowledge post-test, an effect not statistically significant at the 5% level — related